Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students

Karin Landerl, Anna Bevan, Brian Butterworth*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    574 Citations (Scopus)

    Abstract

    Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities.

    Original languageEnglish
    Pages (from-to)99-125
    Number of pages27
    JournalCognition
    Volume93
    Issue number2
    DOIs
    Publication statusPublished - Sep 2004

    Keywords

    • Arithmetic development
    • Dyscalculia
    • Intelligence
    • Numerical processing
    • Working memory

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